Teachers' attitudes about the innovation with multi-sensorial ICT tools in inclusive environments
DOI:
https://doi.org/10.17398/1695-288X.19.2.29Keywords:
Teachers Attitudes, Multisensory Technologies, Embodied Learning, Teacher Professional Development, Inclusive EducationAbstract
There is evidence that the use of digital games based on multisensory tools provides benefits in different dimensions of learning for students with special educational needs. However, the use of these tools in early childhood and primary education classrooms to promote the inclusion of such students has not been treated in depth. The aim of this paper is to analyze how the participation of a group of teachers in a professional development program focused on the integration in the classroom of games based on multisensory technologies contributed to the evolution of their attitudes about the adoption of these technologies in school contexts from an inclusive perspective. In this research, a mixed method with a sequential explanatory strategy has been used. The techniques and instruments used, interviews and questionnaires, have allowed us to collect data on the evolution of the concerns that arose after the training received in the framework of the European project INTELed. The results show that the teachers highly valued the collaborations that emerged during the project, and that they experienced an evolution towards higher levels of concern regarding sustainability and transfer in this type of innovations in the classroom.
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